Research On The Pre-service Training Of Culturally Responsive Rural Teachers

Rural culture is not only the spiritual support of rural teenagers and the valuable resources of rural education,but also the root of traditional Chinese culture.Therefore,in the process of confident and complete growth of rural teenagers,in the process of fair and quality education,and in the journey of rural revitalization,rural culture should not be absent.However,in the long-term process of urbanization,China’s rural and rural education is faced with cultural difficulties such as the living space of rural culture is being squeezed,the rural culture is being eclipsed in the rural education,and the rural teenagers are gradually fleeing from the rural culture.Under this situation,it is urgent to explore the cultural return of rural education,among them,the most critical,the most core support force in the rural teachers.Cultural responsive teachers to the face of the learners’ cultural background and existing knowledge experience,and actively mobilize cultural resources in the teaching,adopt the way of cultural appropriate targeted to respond,so as to realize the effect of students learning and cultural identity,promote the enhancement of cultural inheritance and education more inclusive and fair development.This provides an opportunity for the training of high-quality teachers oriented and oriented based on the needs of rural development and rural culture.This thesis draws on this idea to explore the connotation and literacy structure of cultural response teachers in the context of rural areas in China,and the current pre-service training system of rural teachers What are the deficiencies in the training of culturally responsive rural teachers,and to optimize the pre-service training of rural teachers,so as to help shape the teachers who answer rural cultural issues,realize the complete growth of rural teenagers and promote rural revitalization.Based on the above background,this thesis is divided into four parts:Part one: Explain "why".The introduction focuses on clarifying the reason of the topic selection,indicating the theoretical significance and practical significance of the research,and focuses on reading the literature to consolidate the theoretical foundation of the research.Try to confirm the necessity and feasibility of cultivating cultural responsive teachers in rural areas of China from two aspects of realistic appeal and value significance.Part two: Explain "What it is".This part focuses on the systematic theory on the concept and literacy structure of cultural responsive teachers in the rural context of China,that is,to rationally construct localized cultural responsive rural teachers from the reality of rural and rural education in the three dimensions of knowledge,ability,emotion and belief.Part three: cultivation status and deficiency analysis.In ** province universities of rural teachers pre-service training(public)scheme for samples,supplemented by interview analysis of rural normal students,from the target,specifications,curriculum,teaching methods and education practice five aspects to examine the current situation of rural teachers pre-service training,and contrast,analyze its can meet the culture response of rural teachers,what are the deficiencies,to build cultural response of pre-service rural teachers pre-service training path to provide realistic basis.Part four: Exploration of the cultivation path.Follow the current rural teachers pre-service training system,based on the insufficiency,on the basis of rural reality needs,in response to the rural cultural literacy oriented,critical reference the effective measures at home and abroad,build covers "accurate to the rural demands,balance practical ability and cultural needs" "response to rural culture curriculum system" "‘independent-cooperation-reflective’teaching mode" and "’Pt-U-G-R’ practice support system,deepen the cultural immersive practice " cultural response type rural teachers pre-service training path.